Self-Directed Strategy Development (SRSD)

1. Pedagogical Shifts to Instructional
Strategies: The Role of Writing with
Literacy in the Content Areas
Self-Regulated Strategy
Development (SRSD)

2. Learning
Objectives:

3. Questions to think about while you’re
learning this topic:
 Define high-quality writing. What does
that look like in your classroom?
 What is SRSD?
 How can you use SRSD in your
classroom?
 Can this strategy be used across all
grade levels and in all content areas?
How?

4. SRSD
The Self-Regulated Strategy Development approach is
designed to help students learn, use, and adopt the strategies
used by skilled writers. This approach integrates all aspects of
authentic writing skills into writing instruction.
Quoted from http://www.thinksrsd.com/self-regulated-strategy-development/
What does Self-Regulated Strategy Development look like in a
classroom? Self-Regulated Strategy Development follows a 6
stage gradual release of responsibility model. Students first
receive explicit supportive instruction in how to carry out each
phase of the writing process, with a community-centered and
meaning-based approach to writing instruction. Children
progressing through these stages become increasingly
independent writers.

5. OStage 1: Activate and Develop
Background Knowledge
• Build enthusiasm for genre
• Develop background knowledge (and
pre-skills)
• Read and discuss models
• Teach genre vocabulary

6. Stage 2: Discuss
It
• Teach strategy (mnemonics)
• Map out models with graphic organizers
• Review and repair poor models, together
then alone
• Establish benefits of strategy use
• Explore when / where to use strategy
(generalization)

7. OStage 3: Model It
• Introduce self-talk
• Introduce focused model think alouds
• Students personalize and record self-statements
• Introduce collaborative writes
• Practice self and peer scoring with
scales
• Begin graphing
• Introduce goal setting

8. OStage 4: Memorize It
• Internalize strategy via
mnemonics
• Internalize personalized self-statements

9. Stage 5:
Collaborative
Practice
Continue
collaborative
writing
experiences
Support
students’
strategy use,
fading support
when ready
Support self-regulation,
fading
support when
ready
Provide
feedback
on writing
and self-regulation
Fade
prompting
strategy use
and self-regulation

10. OStage 6: Independent Use
• Students use strategies and self-regulate
independently
• Fade overt self-instruction to covert
(“in your head”)
• Ensure transfer and buy in to
strategies and self-regulation

11. http://lighthouseview.wordpress.com/2011/0
2/17/self-regulated-strategy-development-srsd-
approach-and-writing-instruction/

13. Supplemental resources:
1. National Writing Project: Strategies
http://www.nwp.org/cs/public/print/resource_topic/teaching_writing
2. ASCD: How to Create and Use Rubrics
http://www.ascd.org/publications/books/112001/chapters/An-ASCD-2013-
Study-Guide-for-How-to-Create-and-Use-Rubrics-for-Formative-
Assessment-and-Grading.aspx
3. DBU University Writing Center: Beyond the Five-Paragraph Essay
http://www3.dbu.edu/uwc/BeyondtheFive-ParagraphEssay.pptx
4. 3rd Grade Informational/Explanatory Writing Rubric
http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/InfExpRubric-
Gr3.pdf
5. 4th/5th Grade Informational/Explanatory Writing Rubric
http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/InfExpRubric-
Gr4-5.pdf
6. 6th – 8th Grade Informational/Explanatory Writing Rubric
http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/InfExpRubric-
Gr6-8.pdf
7. 9th – 12th Grade Informational/Explanatory Writing Rubric
http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/InfExpRubric-
Gr9-12.pdf